Article 2: Librarians as Agents of Change: Working with Curriculum Committees Using Change Agency Theory

Travis, T. A. (2008). Librarians as agents of change: Working with curriculum committees using change agency theory. New Directions for Teaching & Learning, 2008(114), 17-33. doi:10.1002/tl.314

Barriers to integrating information literacy (IL) into the general curriculum include an unclear understanding of IL, ineffective methods of assessment of IL skills, a lack of ownership for IL instruction, and university culture. Librarians may not be seen as integral parts of classroom learning. IL is possible when its definition is understood as a way of thinking, and is seen as a liberal art, as opposed to just a skill set. California State University, Long Beach (SCULB) began the process of integrating IL by applying Change Agent Theory. The campus participated in a review of the general education policy, was preparing for an upcoming accreditation review, and there was increased interest in student-centered learning, indicating the campus would be receptive to incorporating IL efforts. Integration efforts began with the development, articulation, and shared vision of the intended change. SCULB received administrative support and grant funding to support the planning and implementation of IL integration. The grant supported those who took part in pilot projects or received additional job responsibilities. Progress was monitored, librarians were on every academic committee, and IL advocates were on key committees. The Director of IL and Outreach provided assistance, supporting the needs of faculty. Programs were also put in place to create a community of practice. Key elements of integrating IL into the general curriculum were that efforts aligned with the university’s goals, change agents and early adopters were prominent on committees and within their departments, and data provided evidence-based examples of increased IL skills.